ERIC EJ1095531: Evaluating Integrated Task Based Activities and Computer Assisted Language Learning (CALL)

2016·0.16 MB·English

by  ERIC

English Language Teaching; Vol. 9, No. 4; 2016
ISSN 1916-4742 E-ISSN 1916-4750
Published by Canadian Center of Science and Education
Evaluating Integrated Task Based Activities and Computer Assisted
Language Learning (CALL)
Khoirul Anwar1 & Rohmy Husniah1
1 English Department University of Muhammadiyah, Gresik, Indonesia
Correspondence: Rohmy Husniah, English Department University of Muhammadiyah Gresik, Jl. Sumatera 101
GKB Randuagung, Gresik, Indonesia. Tel: [phone]. E-mail: [email protected]

Received: January 18, 2016 Accepted: February 28, 2016 Online Published: March 20, 2016
doi: 10.5539/elt.v9n4p119 URL: http://dx.doi.org/10.5539/elt.v9n4p119

Abstract
This study is to evaluate the implementation of Task Activities based on CALL which consist of observing,
questioning, exploring, and communicating. The developed materials are nine chapters that had been
implemented in two different classes of SMPN 1 Gresik and SMPM 4 Gresik in Indonesia. Of quesionnaires and
interviews, the results indicate that the materials that have been developed already meet the standards for
preparing and getting excellent response from users, especially teachers and students in several aspects, namely;
competencies and objectives, content material, relevant activities, media which was authentic and interesting,
and the fulfillment of the diversity of types of exercises that are available in each chapter. So that these materials
can conclusively give the student easier understanding, interesting, and fun learning, because these materials
have been equipped with the exercises both in class and individually. This study implies that combination of task
based activities and CALL really generates better opportunities to create English Teaching more innovative.
Keywords: task based activities, CALL (Computer Assisted Language Learning)
1. Introduction
English teaching in Indonesia always requires innovations and more efforts to maximize the expected results.
Besides, maximum efforts are also needed in updating methods which are emerging until now, for example;
communicative method, learner centered, and learning-centered methods, in the context of the implementation
and development of foreign language learning model that fit the needs of students. Thereby, improving a correct
understanding of the English teachers in Indonesia to implement the latest learning strategies that are actually
appropriate to the circumstances and wishes of atudents is our common priority to improve the success of
English language teaching at secondary school level. Therefore, serious efforts in improving the optimization of
the implementation of strategies and methods that particularly give positive impacts on the quality of teaching in
secondary schools are extremely necessary.
Not maximal application of the teaching of English in secondary schools so far are due to several reasons
including the lack of maximum understanding of the teachers in implementing new learning models, the lack of
cohesion between the materials and strategies to the real needs of learners in the class, and the last is the rapid
development of information and technology especially in the fulfilment of interactive learning media, so many
teachers who are lack of technological literacy impact on less interesting teaching practices.
Some reasons mentioned above shows how important is the impetus that needs to be given to all junior high
school teachers to help design a creative learning by giving examples or models of learning that prioritize the
needs of the students. Understanding of the secondary school students is necessary because, according to Harmer
(2009) learners at this age are the best period to learn English, have a strong attachment to a sense of ownership,
and high recognition of the group (as they were at the age of self identity).
Of learner characteristics as described above, it would require serious efforts to help teachers design learning
activities that optimize the joint of communicative activities and optimize their need to learn interactively. Thus
the task-based activities that optimize the diversity of peer activities, small group, and large group in the
classroom, are good options to offer optimizing the results of English language learning more successful.
Interactive activities in learning for both peer and the group are very important as has been stated by Ellis (1993)
that the interaction of the natural learning is characterized by the existence of duties with the following criteria:
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focus on meaning, contains a gap containing opinions, information, and reasoning, providing good linguistic
resources, and has clear non-linguistic outcomes.
Task-based activities thus always contain three stages of the main activities (Prabu, 1987) that is; in pre-task
activities teachers prepare all materials and explanation of the tasks to be performed by the students;
task-activities are the stages where students perform learning activities to do activities together for both small
and large groups. In addition to core activities, students can also be asked to do the planning to make a report
(post-task) which contains analysis and review of the group to be presented in the form of a recording, video,
text, presentations, etc., and give each other feedback to others. In the next era, the model is then developed by
Willis (1996) with a more complete of six stages, namely pre-task, the main task, task evaluation, planning, task
presentation, and post-task.
In the application of Task Based Learning, the most important thing is the role of students as learners where they
should be active and maximize their role optimally in their activities with full of responsibility, both in the
involvement of content and language used, as well as other equipments that drive the optimization of task-based
(Branden, 2011). Thus the teacher must be able to motivate the students either individually or in groups in
conducting independent and interdependent task completion.
In accordance with the demands of current developments, advanced learning patterns are always synonymous
with the development of information and technology (Thomas & Reinders, 2011), particularly in the application
of learning by Computer Assissted Language Learning (CALL). Thus, the combination of the application of
task-based learning with CALL is a good lesson plan to meet the demands of today’s necessities both in terms of
material development, strategy, and curriculum design. This opinion is also confirmed by Thomas (2011) that the
task-based approach of technology based provides a good impact on the achievement of learners, especially
students in Japan so that they are highly motivated to learn maximally. Some other researchers have also proved
the same thing for example Jeon and Han (2006), who has been researching on the perception of the
implementation of Task Based Language Teaching to students and teachers in Korea where the results show that
they give a positive perception on TBLT as motivated to learn in class. This is also shown by Dailey (2009), who
has developed a curriculum-based English Course of TBLT in Korea.
More specific research is primarily associated with English language skills which have also been raised by
Rahman (2010); and Robinson (2011) on the increase of oral communication (especially on accuracy, complexity,
and fluency) with TBLT, and also Setyaningrum (2011), who focuses on the use of Task Based on the
improvement of writing.
This study once again refers to the general principles of task-based application, as described by Jinxia (2010)
who divides the task-based process into three main activities, namely; pre-task activities, which includes
activities that must be undertaken to prepare for the task; Whilst-task activities, which include the core activities
of the teachers and especially the students in accomplishing the task interactively, authentic, and maximum; and
post-task activities, which include all activities related to the follow-up of previous core activities. At glance the
needed design of this task is to prepare students to be able to master communication and to communicate tasks
based on certain authentic themes so that students are familiar with advanced communication and great for the
provision of their lives. Task-based learning activities in this course should make students interested in doing job
well so that the learning process is effective.
The next task based activity developed in this study is completed by learning media based on CALL (Levy,
1997), where all learning application is supported entirely by a computer application with integrated design of all
skills in one unified theme of learning that still refers to the goal or competency in learning. This still refers to
pedagogical and methodological rules by promoting a combination of constructivistic, cognitive, and
behavioristic.
This research is expected to provide encouragement and inspiration of educators in junior high school, especially
for those who are starting the development of information technology-based learning model and computer. Thus,
the main objective of this study is to help complete the lack of resources and instructional media so as to meet
the demanding needs of students as well.
2. Research Method
2.1 Design and Instruments
This study is an evaluation on the combination between task based activities and CALL in which the
implementation is conducted in six meetings at two Junior high schools. The CALL strategy and procedures
prosessed by using task-based is described in Table 1.
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Table 1. Teaching Implementation
Each section uses interactive comic image by using a combination of
CALL.
1) Students listen to recordings of conversations in the comics
Pre-Task Activities (Observing integrated with listening materials in accordance with the themes of the
and questioning) syllabus.
2) Discuss in depth the listening materials that have already been heard
in small groups to encourage interest and curiosity about the materials of
students through learning the process of asking actively and creatively.
Analyze and present the findings and opinions of each student in the
group, especially for some of the following points;
1) The attitude of the students during the engagement
Task Stage (Exploring and
associating) 2) Situation of study that is required
3) How good is the discussion proceeded
4) Discuss the expressions of language used
Follow-up discussions are required on every single achievement of
competence.
Post-Task Activities
(Communicating) 1) To have a role play
2) Sing and analyze songs related to the theme

All the three main processes are arranged over nine materials in accordance with the competencies that have
been developed in the seven grade of secondary school syllabus in Indonesia. The entire contents of the materials
are then applied in two schools for six meetings.
After application of the model Based on the integration of CALL and Task Based is completed, the next step is to
provide questionnaire to all students (thirty students) and all teachers (four people) of the two schools. Further
interviews are conducted to add the data to confirm the results of the questionnaire. Therefore, this study is a mix
method integrating qualitative and quantitative paradigm.
2.2 Participants
The data is taken from two schools of junior high in Gresik, Indonesia, in which they represent state and private
groups particularly at seven grade. SMPN 1 is the representation of state school with thirteen students while
SMPM 4 Giri is the private school represented by another thirteen participants. In short, this study uses
questionnaires and interviews in that the two questionnaires are given after the implementation of learning based
on Task-Based and CALL for six sessions in the two schools with 30 respondents and four teachers, afterwards,
interviews are given to some students and English teachers from the similar two groups..
2.3 Data Collection Procedures and Analysis
The questionnaire consists of fourteen items that include the suitability of learning competencies, material
coherence and its coverage, sources of materials, language uses, skill integration, level of difficulties, integrated
media, and self evalutaion. After the data from questionnaire is collected then it is analyzed quantitatively using
percentage and calculated to see the dominant effectiveness. Data from Interview is collected from students and
teachers then analyzed by reducing and displaying all domains so that the conclusion of the interview is drawn to
support the results of the questionnaires.
3. Result and Discussion
As agreed in the workshop at the beginning before the implementation of the study which is attended by
representatives of English teachers from the two schools of SMPN 1 and SMPM 4 Gresik, that the
implementation of learning has been carried out into six times with the details that; the first two meetings are to
test the materials from the beginning, especially chapter one and two; the next two meetings are for the middle
section of the book that is chapter four and five; the last two meetings are to the end of the subjects namely
chapters eight and nine. Some important points that need to be addressed here related to the implementation of
the study are:
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1) The teachers have been equipped with an understanding of teaching concept especially in the workshop to
apply English materials based on integrated task-based and CALL.
2) The classes used have adequate support facilities for learning (such as LCD, Laptop, or VCD, etc.).
3) In the implementation of teaching practices, the teachers are helped by a university student to record and
simultaneously support classroom activities that are necessary.
The followings are the results of material assessment of the integrated Task-based and CALL by four English
teachers in two schools, namely SMP Negeri 1 Gresik and SMP Muhammadiyah 4 Giri gresik after the
application in each class.

Tabel 2. The results of teachers’ assessment of task-based and CALL materials
No Materials Assessment (%)
1 2 3 4
1. The materials are in accordance with the learning competencies 0 0 75 25
2. The presentation systems of materials are coherent 0 0 50 50
3. The material presentation is really complete 0 0 25 75
4. The material presentation is interesting and not boring 0 0 75 25
5. The materials are proper and current 0 0 25 75
6. The existing Illustrations and examples are helpful for understanding 0 0 75 25
7. The examples of the materials are relevant and current 0 0 75 25
8. The language use is appropriate for learner level 0 0 25 75
9. The material is easy to learn by itself 0 0 0 100
10. The materials adequately integrate all skills 0 0 0 100
11. Material exercises are adequate for enrichment 0 0 75 25
12. The learning media Integrates all skills 0 0 75 25
13. Models of the media used are varied and interesting 0 0 0 100
14. The availability of materials is enough for self-evaluation 0 0 0 100
Total 0 0 41 59

As explained in the questionnaire for teachers, that the Likert Scale used has a range of 1 (very bad), 2 (not
good), 3 (good), and 4 (very good). The above data shows that after implementation in classroom teaching, it
was found that all teachers gave satisfactory impressions and comments (good) as much as 41 percent and very
satisfying (very good) 59%. Thus this material gets a good response, especially for teachers who are happy with
the development of science and information technology in learning English. Nonetheless, based on findings in
the interview as well, seven points which are considered and need to be improved to be excellent is the matter of
competence and sequence of material presentation, and its current illustrations, as well as material and media
enrichment of exercises and integration of the skills being developed. It’s all still regarded as positive input for
the realization of the overall quality of the material in order to provide a positive impact on the quality of
learning.
Furthermore, the questionnaire has also been given to 30 (thirty students), in which 15 (fifteen students) are from
SMPN 1 and other 15 (fifteen) are from SMP Muhammadiyah 4 Giri, Gresik. Recap of the results of this
questionnaire can be presented at Table 3.

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Table 3. The results of students’ assessment about the integration of task-based and CALL
No Materials Assessment (%)
Yes No
1. There is a learning objective 100 0
2. The presentation of material is coherent 93 7
3. The material presentation is complete 90 10
4. The material presentation is interesting 100 0
5. The sources of materials are current 86 14
6. The illustrations help understanding the material 93 7
7. Exercises in each chapter is relevant and up to date 83 17
8. The use of language is appropriate for learners’ level 93 7
9. The material is easy to learn by itself 100 0
10. All skills; Listening, Speaking, Reading, and Writing are integrated well 83 17
11. Many developed exercises that help understanding 93 7
12. Models of media used are varied and interesting 100 0
Total 92.8 7.2

Overall, the results of the questionnaire to thirty students show that 92.8% (Ninety-two point eight percent) of
thirty students suggest a positive or receive well of the task-based material integrated by CALL. All aspects that
have been asked are about the suitability of competence of each chapter 100%, systems and scopes of the
presentation of material are 93% and 90%, presentation of interesting material 100%, use of illustrations and
language used respectively is 93%, ease of material to be studied 100%, and the adequacy of the additional
exercises and various interesting media respectively 93% and 100%. Three other points that are considered
crucial are the recency of the material 86%, the availability of exercise provided 83%, and the integration of all
skill 83%.
Of the three points, there are 14% of students who still consider the need for recency of the created material,
17% of them need additional relevant exercises, and also require the integration of skills of the developed
materials. Although in general the students have considered the material that have been developed meet all the
above aspects, the response of students who think they are less satisfied is only 17%, this result is still considered
important by investigators to be considered as a valuable input in the subsequent corrections.
The recapitulation of the student questionnaire is linear with the findings of the teachers that although all the
materials that have been developed fulfill the satisfaction of the users of both teachers and students, but there are
similar points that should be noted in order to increasingly provide the level of excellent acceptability especially
on three main points, namely the exercise recency and materials developed for the integration of all skills, other
relevant additional exercises, and the current media that is increasingly varied.
Furthermore, to determine the additional data that corroborate the findings of the questionnaire above, it is
necessary to present the results of interviews with some of the students who have used the material in the
classroom teaching (explanation of the results of this interview is in the following explanation)
In general, the results of interviews with some of the students are the ease of using the materials, the interest of
materials, and some of the difficulties or deficiencies that can be found on the application of these materials.
The first is regard to the ease of using the material based on integration of Task-Based and CALL. Some
students’ responses to the ease of using these materials are as follows:
Student 1;
Menurut saya ini sangat membantu pelajaran karena terdapat gambar gambar dan pembelajaran ini mudah
untuk dimengerti karena terdapat banyak penjelasan digambar-gambar ini menerangkan namun terdapat
banyak penjelasanya dan terdapat soal-soal yang mampu untuk menguji…eh…menguji dan….begitu…..sekian
(I think this is very helpful to understand the lesson because there are drawing pictures and it is easy to
understand because there are many explanations of the pictures, and there are many exercises that can afford to
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test understanding ... uh ... test and ... .So ... ..thank you).
The ease of using the material after implementation in this class is indicated that student one thinks he easily
finds the gain of using this material with some supporting facilities including the images supported by some
explanations of the activities so that the meaning of each chapter can be obtained fast. A similar response can be
expressed as follows;
Student 2;
Nama saya Mona Yunita. Menurut saya pembelajaran ini sangat menarik dan juga mudah di me…mengerti
karena terdapat gambar-gambar yang sangat bagus dan berwarna warni dan ada juga
listeningnya …..eh…suaranya itu jadi kita itu…. Mengerti dan lebih jelas. Terima kasih.
(My name is Mona Yunita. I think this study is very interesting and also easy to understand ... because there are
very nice and colorful pictures and there is also listening material ... ..eh ... the voice makes us .... Understand
more and more clearly. thank you).
The second excerpt above shows that the ease is obtained by the students due to the developed materials that
have met the aspects of integration between the colorful drawing pictures and listening material that must be
covered by the students. This opinion is also in accordance with the following third student;
Student 3;
My name is Aliya Putri, from seven B. My number of absent is three. Eh… I enjoy with the …this project because
it is a special learning so this is interesting. There is … there are many pictures and I like the sound and when
I… ehm… when I …ya.. answer the question ee… yes it help me to learn more English. I feel very eeh… ehee…
exciting because in the other subject ….there is no like this …. No with computer.
The third student excerpt shows the response of two things: convenience and interest of both collective use of the
material in the classroom and also individually. The reason given is that there is good alignment between the use
of the images and how to combine listening materials by showing voice and its action.
From some excerpts above it can be deduced that the materials provide adequate facilities for some reasons that
is the integration between the blend of colorful drawings together with listening exercises has correspond to the
learning activities so as to provide easiness of understanding materials.
The second is about the interest of the materials. Some have been mentioned about the interest of students to the
developed materials in the previous quotes. However, the students’ general complete of interest can be explained
in the following interview excerpts;
Student 4;
I think it is very fun and eh…. I am enjoyed. Yes I got a little difficulty the….. karena ini sesuatu yang baru buat
saya selama saya sekolah eh (because this is a relatively new for me during learning English at my school)…
belum pernah belajar seperti ini (I never learn English like this before)…. Jadi cukup menarik lah (So
interesting, I think). Saya pikir jika pelajaran bahasa Inggris seperti ini, model pembelajaranya…lebih mudah
mengerti (I think if the learning processes like this, the learning model....easier to understand).
The fourth quote indicates the interest of the materials because the student considers that the material he learned
is a new product. The new implications in this case are models and procedures performed in this material indeed
seek to maximize technology and supporting facilities, especially integrated listening, so that students feel
interested. The Interest of the specific case here is mainly related to the integrated listening material which is
also indicated by the student as follows;
Student 5;
Menurut saya listening ini sudah bagus, tapi kita tidak mengetahui ee… apakah yang kita jawab itu benar atau
salah… gitu pak. Jadi menurut saya listening ini sudah bagus, sudah bisa kita pahami dengan baik, tetapi kita
tidak tau apakah jawaban dan tulisan kita itu benar atau salah.
(I think this is good listening material, but we do not know ee ... whether we have right or wrong answer ... so
that is it. So I think this listening is already fine, we can already understand well, but we do not know whether
the answer and we are writing is true or false).
Furthermore, the third aspect is related to the material sufficiency of the exercises that are available for the
classroom as well as for independent learning. Explanation of the results of the interview can be described as
follows;
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Student 6;
Menurut saya ee… pembelajaran program ini sangat membantu karena bisa lebih mudah dalam melatih kita
mengerjakan soal-soal dan melatih kita untuk… kayak program listening gitu, supaya kita lebih ee… bisa dalam
mengerjakan hal itu. Kesulitannya ketika listeningnya ada suara yang ee… yang kurang jelas. Maunya ya..
suaranya yang.. yang membaca lebih diperjelas dan diberi suara yang lebih keras sedikit.( Ee ... I think the
lesson of this program is helpful because it can be easier to train us to do the questions and train us to ... like a
listening program so that we might be more ee ... can do all the things. The difficulty is that when there is not a
clear sound ee in listening ... less clear. I wish the .. voice .. which reads the texts is more clarified and louder
slightly)
Student 7;
Menurut saya program ini dapat membantu kita untuk berlatih berbahasa inggris karena disertai dengan
listening dan soal-soal lain.( I think this program can help us to practice English language because it is
accompanied by listening and other exercises)
Student 8;
Menurut saya program ini sangat menarik karena disini listeningnya lengkap dan soal-soalnya sudah lengkap
sesuai dengan kurikulum 2013 (I think this program is very interesting because the listening materials here are
complete and all materials have been according to the curriculum 2013).
The three quotes from students six to eight above show a good response to the exercises that are provided in the
materials. Completeness of these exercises is important to foster learning not only classical but also individually
so that students can gain exposure to learn English language sufficiently to provide good learning opportunities
for improvement. The concern in this case is some qualities of listening materials that must be addressed,
especially little less obvious, and also some possible answers to the exercises where they found the available
placement of alternative answers still cause confusion so that some students are still difficulties in finding true
answers.
The results of this research especially on the use of CALL and Task-Based Writing have demonstrated good
effectiveness, and this was consistent with previous studies by Tilfarlioglu and Basaran (2007) who had
demonstrated the effectiveness of task-based to improve reading comprehension. Likewise, by Erten and Altay
(2009) who show the strong influence between the learning task-based of speaking to the increased interaction
and behavior of students in learning English. Moreover, further researchs on the use of Task Based also show the
same thing that is the effectiveness of Task Based on the learning achievement of English (Zhao, 2011; Jiang &
Sun, 2010; Nobar & Ahangari, 2012; Tabar & Alavi, 2013).
The Integration of CALL and Task Based Learning has also been the concern of many researchers as well as
Sarani and Arani (2014), who show the integration of Video Task-based to increase listening ability, Liu and Xu
(2015) that integrate TBLT with peer feedback on SCMC-based and has increased the ability of critical thinking,
as well as Huang and Hung (2015), who optimize video dubbing based on tasks and have improved the ability to
speak but also to increase motivation and reduce anxiety in learning. The needs of CALL integration and Task
Based also inspire He and Lian (2015) to develop CALL-VT system and the results of their research show
outstanding contributions to improving the ability of pronunciation.
In short, this study is actually consistent and supports the previous findings in which the varieties of task based
activities integrated with CALL are in need of development to provide suitable choices for teachers to select the
best teaching materials in classes. This combination is actually a good strategy as well to begin fulfilling
students’ needs to cope with the rapid progress of current necessities and wants.
Regardless of the better impacts on the results of implementation, however, this study also provides some
important points for correction as the improvement of the implementation of the integration of learning and Task
Based CALL activities for secondary school include;
a) Completeness aspects still needs to be polished further, especially on some types of listening materials
which are less clear and little difficult to give vocabulary explanation so that students can still use this material
individually and fun.
b) After discussions with the teacher, a guide for teachers is less necessary because the instruction in each
chapter is sufficient and allows teachers to use the materials easily. Teachers just need verieties of supplement of
exercises needed for enrichment and other extras needed to complete lesson plans.

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4. Conclusion
After implementation of integrated Task-Based learning materials based on CALL in actual class of two schools
(public and private), it can be concluded as follows:
1) The material has been developed to effectively meet the standard of preparation and getting good response
from users, especially teachers and students in several aspects, namely; competencies and objectives, content
material, relevant activities, media which is authentic and interesting, and the fulfillment of the diversity of types
of exercises which are available in each chapter.
2) The materials of Task-based on CALL has also been getting very good response as English language
learning materials for classroom activities for formal as well as tinformal; individual learning or in groups of
independence.
3) Based on the interviews, this material also meets aspects of easiness, interest, and fulfillment of materials,
availability of exercises or questions necessary for the enrichment of both classical and individual.
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